Do Now Create a name tent. On the outside write your: preferred name

Do Now Create a name tent. On the outside write your: preferred name
school subject area On the inside/side facing you (not visible or shared) write an affirmation sentence. (5 minutes) If using name tents, ask participants to create one and indicate on the outside (visible to others) their: school, subject, preferred name to be addressed by, and on the inside/side facing them (not visible or shared) is a personal word or phrase of affirmation. It is not necessary for participants to introduce themselves, but this visual will assist you and the participants in knowing who is in the room and in building community both as a whole group and at their tables. If using Team names ask them to decide on a name and write the names on the board. If using numbers assign them at this time. Also check to see if there are students services or instructional support personnel in the room—if so group them together at one table and provide them with the colored copies of their standards and rubric.

Welcome to the Introduction of the
Instructional Performance Evaluation and Growth System (3 minute) Facilitator Notes: (Italics are instructions for the facilitator. Regular font information is content that MUST be covered. It may be shared, either exactly or paraphrased, with participants.) Materials Required: Participant Packets 5 Pencil Boxes (contains highlighters, markers, post-its, pens) white copy paper (for name tents and/or notetaking) Expo Markers **Chart paper (10 sheets) Crayola markers (full set of 8 colors required for Look For/Red Flag activity-each group will use a different color) Before the sessions starts: Post 7 chart paper sheets around the room for the “Look Fors” and “Red Flags” Standards activity. Determine a grouping strategy for the ”Look Fors” and “Red Flags” Activity. (This might be distributing numbers 2-8 to participants as they enter.) Post a “Parking Lot for Questions/Issues” sheet of chart paper so that participants may note any questions/concerns not addressed in the session Go to ipegs.dadeschools.net and leave the site open in the background so that it is available for reference throughout the presentation. Post on the whiteboard: the IPEGS website (ipegs.dadeschools.net) and the Assessment website (oada.dadeschools.net) so they can be referenced during the session. During the session: Remind participants to refer to the ipegs.dadeschools.net website for the 2018 IPEGS Procedural Handbook and all official IPEGS information throughout the school year. Since there are important details here, feel free to use this as a script and read verbatim. Welcome to the introduction of the Instructional Performance Evaluation and Growth System (IPEGS). This session provides an overview of the policies and procedures governing our district’s teacher evaluation system. Since 2009 the Instructional Performance Evaluation System (IPEGS) has been the evaluation model applicable for instructional professionals including classroom teachers, Instructional Support, (IS) and Support Services (SS) personnel. Through the ongoing joint efforts of district personnel and United Teachers of Dade (UTD), IPEGS has been modified to comply with state mandates, including The Student Success Act and House Bill (HB) 7069. IPEGS incorporates multiple measures of performance including data sources, classroom observations, professional development/growth experiences, and student learning growth measures in order to capture a broad and representative measure of the professional’s overall job performance. Therefore, it is the professional’s responsibility to know and understand the evaluation system and how it applies in a specific context. Specific instructional strategies will also be modeled and explained throughout the session. These include gradual release activities that could be applied in the classroom.

Inquire with any questions Participate actively
Shared Agreements Inquire with any questions Participate actively Engage with the material Give your full attention Set your learning into action (6 minutes) Listed on the slide are the proposed agreements for this session. Let’s review them and make sure that we can agree to these for today’s learning community. Please tell me if there are any additional agreements that we should add in order to allow you to do your best learning today. Let’s use the collective finger snap to signal agreement. Review any “housekeeping” issues such as: Restroom/lounge location, lunch and/or break schedule, materials, Parking Lot question procedures (distinguish between “Road Sign” or general questions that help everyone on the journey, and Speed Bump” or individual questions that are better dealt with on a sticky note). “Road sign” or “Speed bump” (Parking lot or sticky note) questions: “Road sign” questions are questions that arise during the training that need to be addressed because the question is stopping your learning. Example: What is a VAM Score? Or What is Learner Progress? These are questions that can be answered quickly by the facilitator. These questions are addressed during the session as they are presented. “Speed Bump” questions are questions that are specific to an individual. These questions usually start with “My principal…” or “At my school…” These are questions that cannot be answered quickly by the facilitator. These questions are placed in the Parking lot and addressed either later in the session or via . Participants should include a brief description of the topic and their best contact method and time, so that someone from the Evaluation Team may follow up. No additional personal information should be on the stick note. Debrief: Click to bring up the “unpacking icon.” Discuss the purposes and application of the finger snap: physical response; hand being raised above the heart gets blood flowing; noise level is manageable; encourages total engagement; allows facilitator to address any issues; builds community. Also note that the icon will be used to show “unpacking” throughout the session.

Sign-In/credit procedures Purpose of IPEGS IPEGS Performance Standards
Agenda Sign-In/credit procedures Purpose of IPEGS IPEGS Performance Standards Observation of Standards Improving Professional Performance DPGT Process Required Documentation Evidence for Summative Evaluation Review and Closure (3 minutes) Review agenda items. Remind participants of the importance of signing in for this, and all My Learning Plan sessions. Allow participants to ask questions and answer them as applicable. If you are unable to answer a question, please ask the participant to place the question and his/her contact information on a post-it note on the “Parking Lot” of Questions/Issues or “Rest Stop Area” chart and an answer will be provided individually at a later date by Ms. Ada Fernandez-Vicaria or Ms. Kimberly Davis in the Office of Professional Development and Evaluation. For post-it note questions participants should include the best contact method, including time of day if phone contact and a brief description of the issue, but should not include any personal information or sensitive details. Debrief: Discuss briefly how using an agenda can help students.

Learning Goals Understand the IPEGS performance standards
Examine the terms and descriptions in the four-point rating system Discuss how sources of evidence apply to the performance standards Make meaning of the DPGT process Explore the connection between DPGT and IPEGS Recognize the procedures in the overall summative performance evaluation (4 minutes) Review session learning goals with participants. IPEGS is an evidence-based evaluation system used in Miami-Dade County Public Schools to evaluate teachers annually. In today’s session we will be studying the performance standards, sample performance indicators and rating rubric, discussing how evidence is collected, shared, and reviewed, and exploring how all the data sources and evidence are used in the annual summative evaluation. This presentation is designed to tell you what to expect in terms of IPEGS requirements and procedures, how to document the various aspects of your professional performance, and what your various responsibilities are throughout the school year. We will be asking you to reflect on your teaching practice through IPEGS. By the end of today you should also be able to apply these new understandings to your individual instructional contexts.

The latest and most current information about IPEGS may be found at:
IPEGS Resource (3 minutes) This is the official website for all IPEGS information. You will find here the latest Edition of the IPEGS Procedural Handbook, the IPEGS Timeline with important dates noted, an IPEGS FAQ document and DPGT information and rubric. Please be aware that as any changes or updates are made to any of these documents they will be posted here. The 2018 Edition of the IPEGS Procedural Handbook is the current edition. It is like a textbook, and only updated as needed, which is not necessarily every year. You may wish to visit the website and bookmark it for future use, and/or download the IPEGS Procedural Handbook and save it to your desktop computer. Clicking on the image will take you to the website. The latest and most current information about IPEGS may be found at: ipegs.dadeschools.net

Purposes of IPEGS Contribute to M-DCPS vision, mission, and goals
IPEGS Full Day Session Purposes of IPEGS Contribute to M-DCPS vision, mission, and goals Share responsibility for evaluation between the professional and the evaluator Ensure accountability for classroom/program performance Focus on professional growth Improve the quality of instructional services to increase student learning growth (4 minutes) Review the slide, pointing out that the last one is highlighted because it is the ultimate goal of what we do. The district has only one strategic goal: student achievement. There are two documents that govern the work: The IPEGS Procedural Handbook and the UTD/M-DCPS contract. This is an overview of the IPEGS procedures. This training does not remove your responsibility for reviewing the IPEGS Procedural Handbook.

Understandings In M-DCPS: The contract and IPEGS Handbook both support the work of the teacher. IPEGS is the evaluation system used to rate teachers. IPEGS is a reflection and evidence-based system. The IPEGS process is also collaborative, with both the administrator and the professional gathering evidence about the professional’s work. (3 minute) Review slide with participants. The administrator and the professional both have responsibility for the evidence used in an evaluation. Some of the evidence is gathered by the administrator and some of the evidence is submitted by the professional. All of the evidence gathered will show the broad “big picture” of the professional’s work.

Other Contract Status Teacher
Timeline Probationary Teacher Other Contract Status Teacher Within the 1st 30 days All teachers new to a school or the district must be observed October 24, 2019 End of 1st Nine Weeks DPGT Reflection and Development Phase Submission 2 weeks after submission DPGT Review and collaborative discussion with Administrator First Observation Observation(s) can take place during the 1st, 2nd, and 3rd Nine weeks End of 2nd Nine Weeks Formative Evaluation End of 3rd Nine Weeks Second Observation Apr 29, 2020 (35 Days before the end of the school year) DPGT Reflection and Outcome Phase Submission End-of-year Documentation (2 minutes) This timeline applies to probationary teachers. Note that professionals with a different contract status (Professional Service Contract or Continuing Contract) will have different requirements. The IPEGS process is a collaborative one between the professional and the administrator, and each is responsible for different sources of evidence to document the professional’s work. Any questions about contract status should be referred to the individual’s administrator.

Who is Evaluated Using IPEGS?
Instructional Personnel Categories for each handbook Teachers Student Services* Instructional Support* Counselors, TRUST Specialists School Social Workers School Psychologists Speech/Language Pathologists Other Positions Curriculum Specialists Lead Teachers Library/Media Specialists Program Specialists Teachers on Special Assignment (2 minutes) Ask teachers to list some instructional positions. Confirm that their suggestions are indeed instructional, then allow the rest of the slide to fill in. Then review some of the specific positions listed under each instructional category on the slide. A more inclusive list of positions may be found in the IPEGS Procedural Handbook. Today we will focus on the instructional personnel category, but be aware that there are the three categories of jobs that are evaluated with IPEGS. In addition, because IPEGS is differentiated according to job category, each group, instructional personnel (teacher), students services personnel, and instructional support personnel, has different descriptors in the standards, different weightings in score calculations, and different forms to document performance. * Job titles listed are samples of the many diverse positions within the instructional support and student services personnel categories.

Three Components of an IPEGS Evaluation
Learner Progress Professional Practices DPGT (1 minutes) Here is a graphic to help you remember the three components assessed through the IPEGS process. They are: Learner Progress = IPEGS Standard 1 Professional Practices = IPEGS Standards 2-8 or 2-7 (which include both observable and non-observable standards) DPGT = Deliberate Practice Growth Target

Documenting Performance
Learner Progress Professional Practices Required Documentation Evidence of Professional Learning Evidence of Communication Deliberate Practice Growth Target leads to….. Unified Summative Performance Evaluation using a Four-Point Rating System (1 minutes) Learner Progress is determined based on the learning demonstrated by the students. (The VAM scores or District Growth Model scores are used to calculate this. Specifics can be found at oada.dadeschools.net) Professional Practices include classroom observation(s) and documentation submitted by the professional. Deliberate Practice is a process that the professional engages in throughout the school year. There are certain types of evidence that are required and others that may be submitted but are not required. All of these areas combine in a summative rating at the end of the school year, but this is only a brief overview and we will cover each of these areas in more detail during the this presentation. This additional information is provided as a trainer resource only, in case there are questions at this time. Required Documentation Due at the end of the evaluation cycle. Required items include: Teacher – end-of-year summary/student performance data-if available, evidence of communication, and evidence of Deliberate Practice, which includes Professional Learning (can be professional development and/or professional growth experiences) Instructional Support/Student Services - end-of-year summary/student performance data-if available, evidence of communication, and evidence of Deliberate Practice, which could be either professional development and/or professional growth experiences Summative Performance Evaluation uses a Four-Point Rating System At the end of the evaluation cycle (school year), multiple data sources are reviewed and the professional is rated on each performance standard and a rubric is applied to their Deliberate Practice Growth Target form. In addition, once student learning growth data are available the professional will receive a single unified summative rating at one of four levels: Highly Effective, Effective, Developing/Needs Improvement, or Unsatisfactory based upon the sum of the percentage points earned through each performance standard. It is important to note that per state law, a rating of Developing can only be assigned in the first 3 years of teaching; professionals in their fourth year or beyond, performing at the same level must receive the rating of Needs Improvement.

Non-Observable Standards
Professional Practices Professional Practices Observable Standards Non-Observable Standards DPGT Learner Progress USR (1 minute) Introduce this graphic, which represents all of the areas within IPEGS that provide evidence of a professional’s work. USR is “Unified Summative Rating” DPGT is “Deliberate Practice Growth Target” Debrief: Discuss how the strategic implementation of graphics and/or colors in addition to text can be useful for students.

Single Unified Summative Rating Weightings Subject to Change
Three Components Learner Progress(Standard 1) = 34% Professional Practices = 50% (Standards 2-7 or 2-8) Deliberate Practice Growth Target = 16% Single Unified Summative Rating (1 minute) There are three components assessed through the IPEGS process. Each performance standard is weighted into the final single unified summative rating. Some standards carry more weight than others and the relative weighting is differentiated by job assignment. Changes in weightings might occur as a result of contract negotiations or as a result of changes in state law. These components will be discussed later in this presentation. This is a system that is constantly evolving in order to better meet the needs of the district’s teachers. There is a M-DCPS/UTD Joint Committee that is responsible for developing, modifying as needed, and monitoring the implementation of IPEGS. Weightings Subject to Change

Reflection Questions What does your administrator know about your teaching practice? What does your administrator NOT know about your teaching practice? For those things that the administrator does NOT know, how might you make sure the administrator has the relevant information about your teaching practice? (3 minutes) Please think about who you are as a teacher. This is a reflective process. Using your own understanding of who you are as a teacher, take two minutes to reflect and think about how you would answer these questions. We will return to them as we continue through the session today. Debrief: Notice that the graphic indicates reflection. Discuss the benefits of using such symbols with studnets. Using predictable signals or graphics provides a sense of security and can reduce anxiety as students know how to be successful.

What do you think is at the heart of the IPEGS system?
Question What do you think is at the heart of the IPEGS system? (3 minutes) Ask participants to answer the question. Take a few responses and then move on to the next slide.

(1 minute) Show Word Cloud. This Word Cloud was developed using the language of the IPEGS Standards and demonstrates that student learning is at the heart of IPEGS. Debrief: The Word Cloud can be used as an instructional tool in a variety of ways. Ask participants to share how they have or might use the tool.

Performance Standards
Legend for IPEGS Performance Standards: Learner Progress Observable Standards Non-Observable Teachers Performance Standards Learner Progress 7. Professionalism 8. Learning Environment 4. Instructional Delivery and Engagement 3. Instructional Planning 5. Assessment 6. Communication 2. Knowledge of Learners (1 minute) These are the 8 performance standards that apply to classroom teachers. They may be found in the IPEGS Procedural Handbook. Notice that the observable standards are indicated in green and the non-observable standards are indicated in light blue.

Performance Standards for Teachers
1. Learner Progress (34%) The work of the teacher results in acceptable and measurable learner progress as specified in state statutes. 2. Knowledge of Learners (8%) The teacher identifies and addresses the needs of learners by demonstrating respect for individual differences, cultures, backgrounds, and learning styles. 3. Instructional Planning (8%) The teacher uses appropriate curricula, instructional strategies, and resources to develop lesson plans that include goals and/or objectives, learning activities, assessment of student learning, and home learning in order to address the diverse needs of students. 4. Instructional Delivery and Engagement (8%) The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners. (20 minutes) Use the IPEGS Performance Standards (Teacher) handout on page 1 of the participant packet. Participants can read from the screen or read from the handout. Also note that this information may also be found in the IPEGS Procedural Handbook. (This is an intentional decision to have the material in three places for them to access it in whoever way is most comfortable for them.) Review this slide and the next one, using the “Select and Share” protocol. Review the steps in this activity with the participants before beginning. Tell participants that before moving on to the next activity, each table group needs to determine who will be the spokesperson to represent the table. Introduce the “Select and Share” protocol. The facilitator will model a “think aloud” type reading process of Standard 1, first reading the standard aloud, and then noting the key words words, and any conjunctions. Possible key words for Standard 1 are “results”, “acceptable”, “measurable”, and “learner progress.” The conjunction is “and,” which indicates that BOTH items, “acceptable,” and “measurable” are required. Then select a table to read standard 2. The spokesperson will follow the same protocol for Standard 2. The spokesperson for Standard 2 will complete the “think aloud “ activity. After reading, that person will call on another table to follow the same procedure until all the standards have been covered. Participants will use either the table numbers or the Team names to call on the different teams in the room.

Performance Standards for Teachers (Continued)
5. Assessment (6%) The teacher gathers, analyzes, and uses data (including required assessment data, if applicable) to measure learner progress, guide instruction, and provide timely feedback. 6. Communication (6%) The teacher communicates effectively with students, their parents or families, staff, and other members of the learning community. 7. Professionalism (6%) The teacher demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth. 8. Learning Environment (8%) The teacher creates and maintains a safe learning environment while encouraging fairness, respect, and enthusiasm. (Continued) Debrief: Click to bring up the “unpacking icon.” Discuss the benefits of having students call on each other. (It is student-centered, encourages engagement, promotes equity, allows choice, etc.) When using with students one might add additional requirements such as “No ping-pong” (back and forth between 2 groups) or “Call on a table that has not shared in the last two reports.” With adults equity often happens naturally as they look around and see which ones haven’t presented, but with students a teacher may need to be more strategic in the design of the activity.

Instructional Support and Student Services Professionals
Legend for IPEGS Performance Standards: Learner Progress Observable Standards Non-Observable Performance Standards Learner/Program Progress 7. Professionalism 4. Program Delivery 3. Program Management 5. Assessment 6. Communication 2. Knowledge of Learners (2 minute) Ask participants: Question: What differences do you notice between these standards and those for classroom teachers? These are the 7 performance standards that apply to instructional support and student services professionals and may be found in the IPEGS Procedural Handbook. Please note that some of these are different from the teacher’s performance standards.

Performance Standards for Instructional Support and Student Services Professionals
1. Program Progress (34%) The work of the student services/instructional support professional results in acceptable and measurable learner or program progress as specified in state statutes. 2. Knowledge of Learners (9%) The student services/instructional support professional identifies and addresses the needs of the target learning community by demonstrating respect for individual differences, and understanding of cultures, backgrounds, and learning styles. 3. Program Management (9%) The instructional support professional plans, organizes, promotes, and manages programs and/or services to meet the diverse needs of all learners. The student services professional plans, organizes, and manages programs and/or services to meet the diverse needs of all learners. 4. Program Delivery (9%) The instructional support professional uses knowledge of subject/content/field/technology to implement services for the targeted learning community consistent with established standards and guidelines. The student services professional uses knowledge of subject/content/field/technology to implement services for learners and the learning community consistent with established standards and guidelines. (5 minutes) Review the definitions and note that this information may also be found in the IPEGS Procedural Handbook. Note these differences: Performance Standard 3 is Program Management, while Performance Standard 3 for teachers is Instructional Planning and Performance Standard 4 is Program Delivery, while Performance Standard 4 for teachers is Instructional Delivery and Engagement.

Performance Standards for Instructional Support and Student Services Professionals (Continued)
5. Assessment (9%) The instructional support professional gathers, analyzes, and uses data (including required assessment data, if applicable) to measure and guide learner or program progress, and to provide timely feedback. The student services professional gathers, analyzes, and uses data (including required assessment data, if applicable) to measure and guide learner or program progress and to provide timely feedback. 6. Communication (7%) The instructional support professional communicates effectively with learners, their parents or families, staff, and other members of the learning community. The student services professional communicates effectively with learners, their parents or families, staff, and other members of the learning community and advocates for learners. 7. Professionalism (7%) The student services/instructional support professional demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth. (continued) Ask participants to identify the difference between the standards for Teachers and the standards for Instructional Support and Student Services personnel. Provide the following information if it does not come up in the discussion. Unlike teachers, Instructional Support and Student Services Personnel do not have Performance Standard 8: Learning Environment, therefore the weights assigned to each standard within the 50% for Professional Practices weightings are different. This results in IPEGS Performance Standards 2-5 having weights of 9 percentage points and Performance Standards 6 and 7 having weights of 7 percentage points.

Check for Understanding
How do you know whether you have 7 or 8 performance standards that you are expected to demonstrate in your work? (1 minute) Answer: It is according to your job responsibilities category as a classroom teacher (8 standards) or instructional support ( 7 standards) or student services (7 standards). Professionals who are unsure of which job responsibilities category applies to their work should ask their site administrator.

IPEGS Performance Standards Activity
In your group, review the eight performance standards in the IPEGS Performance Standards Handout. Using the performance standards, demonstrate your understanding of performance standards 1-8 using the designated strategies in each box. Standard 1 – list four key words Standard 2 – draw a pictorial representation Standard 3 – write three bulleted phrases Standard 4 – write a one sentence summary Standard 5 – list four key words Standard 6 – draw a pictorial representation Standard 7 – write three bulleted phrases Standard 8 – list four key words (45 minutes) (Note: You should be at this slide around 10:00) (Provide 30 minutes to complete the boxes. In lieu of a structured break, participants should combine work time with a break, but must be ready to present when 30 minutes are up. Sharing and debriefing will take 15 minutes.) Display this slide as participants use the IPEGS Performance Standards (Teacher) handout (page 1) to complete the activity on the IPEGS Performance Standards Activity handout (pages 3 and 4). If there are participants who fall into the instructional support and/or student services category, and they are grouped together they can complete the activity using their 7 performance standards on page 2 or the colored sheet—participants should use only the standards to complete the activity. The activity is foundational and designed to allow people to read, reread, discuss, and gain a deeper understanding of the language of the standards. Table groups should work together to complete all the tasks, but each group member should also record all the information on his/her packet. In your group, review the eight performance standards on the IPEGS Performance Standards (Teacher) handout (page 1). Complete the worksheet and demonstrate your understanding of each standard using the designated strategy. Everyone should complete all of the boxes, and groups will be asked to share their understanding of the standards, so please designate a spokesperson from your group to share when called upon. When the groups have finished their work, they will report—preview the following process with the participants before they begin working. Model the “Select and Share” Protocol: Call on a table to report on Standard 1. The table should have already selected a spokesperson to share, and that person should share the table’s response and the thinking behind it. That person will call on a second table to share. After sharing their group’s response that spokesperson will call on a third table. The spokesperson at the third table will ask the whole group if there are any “additions” or “amendments.” Then they will confirm agreement and call on a table to start the sharing of Standard 2. Repeat that process (three tables per standard, ask for “additions” and “amendments” and confirm agreement after the third group shares) until all standards have been reviewed. Directions for the “Select and Share” Protocol are on the next slide and may be displayed while groups are working. While tables are sharing the facilitator should sit down and/or move to a different spot in the room, away from “center stage.”

Select and Share Protocol with IPEGS Performance Standards Activity
Complete the 8 quadrants. Select a spokesperson for your table. The facilitator calls on a table to report on standard 1. The spokesperson from that table shares, and then calls on a second table The second spokesperson will call on a third table After the spokesperson from the third table shares, that spokesperson will: Pause Ask,“ Are there any additions or amendments?” Confirm agreement Call on the first table to report on the next standard (continued) Display these instructions for the activity while participants are working. Debrief: Note the group work icon, adding predictability for students. Click to bring up the “unpacking icon.” Discuss the procedures for the “Select and Share” Protocol as well as the “additions and amendments” process. (“select and share” allows participant control, equity, facilitator distance; “additions and amendments” allows misinformation to be corrected, all voices to be represented, and new ideas to be added) Additions = something added to the content/thought Amendment = a correction of misinformation

Four-point Rating Scale
Rating Performance Four-point Rating Scale Highly Effective - High-quality performance; exceeds the requirements contained in the standard(s) as expressed in the evaluation criteria; consistently seeks opportunities to learn and apply new skills Effective – Effective performance; meets the requirements contained in the job description as expressed in the evaluation criteria; demonstrates willingness to learn and apply new skills; exhibits behaviors that have a positive impact on learners and the school climate (2 minutes) Now that you understand the standards we will review how performance will be rated. For each performance standard, the professional will be rated on a four-point rating rubric. The ratings from the three components, IPEGS Performance Standard 1: Learner Progress, Professional Practices-Performance Standards 2-8 for teachers or 2-7 for IS and SS, and the Deliberate Practice Growth Target, are combined to determine a final unified summative rating (USR). This final rating designates the professional as performing at one of the four rating levels: Highly Effective, Effective, Developing/Needs Improvement or Unsatisfactory. Based upon the final rating, the professional is recommended for continued employment or NOT recommended for continued employment. Ask participants: Question: Why do you think the effective level is in green? Answer: Effective is always highlighted because it is the Performance Standard. Note: The participants will have an opportunity to review and discuss each rating and its definition and provide examples or characteristics for each rating with an activity later in the session.

Rating Performance Developing/Needs Improvement – Ineffective performance; requires support in meeting the standard(s); results in less than quality work performance; leads to areas of professional improvement being jointly identified and planned between the professional and assessor Unsatisfactory – Poor quality performance; fails to meet the requirements contained in the standard(s) as expressed in the evaluation criteria A rating of “Developing” can only be assigned in a professional’s first 3 years. The final summative performance evaluation indicates recommended or not recommended for continued employment (2 minutes) This information is provided as a trainer resource in case there are questions at this time. You may also wish to let participants know that additional information about the various types of documentation will be provided throughout this presentation. Please emphasize that professionals receive an overall rating at the completion of the IPEGS annual evaluation process. Prior to the Summative Evaluation Meeting, if the assessor determines that the evidence will require a rating of Developing/Needs improvement or Unsatisfactory on the Summative Performance Evaluation form for any of the performance standards 2-8 or 2-7 then, a Support Dialogue (SD) and/or an Improvement Plan (IP) must have been previously issued. An exception to this rule is when the final USR from the previous year’s evaluation, results in a performance level below Effective. In this instance, an Unsatisfactory IPEGS Observation is not required, but the professional will engage in “Required Support.”(Although not provided in this session, refer to the IPEGS Procedural Handbook for additional information.) It is also important to note that a rating of Developing applies ONLY to professionals in their first three years of teaching. A rating of Needs Improvement applies to professionals in their fourth year of teaching and beyond. Based upon the final unified summative rating (USR) the professional is recommended for continued employment or NOT recommended for continued employment. If the data for IPEGS Performance Standard 1: Learner Progress are not available at the time of the summative evaluation meeting, the principal/site administrator will make a provisional recommendation regarding continued employment based solely on the Professional Practices. The unified rating will be updated and the recommendation for continued employment will be finalized upon receipt of the applicable student performance data if provided within the 90 day window specified in state statute.

Rubric Activity Use the IPEGS Performance Standards and Rubrics Handout. Identify common terminology for the Performance Standards of the rubric on all 8 or all 7 performance standards for Unsatisfactory and Developing/Needs Improvement. Identify language differences between Effective and Highly Effective. (10 minutes-next 3 slides) Complete instructions are here, but for the participants they are broken down into parts on the next slides. Using the IPEGS Performance Standards Rubric (Teacher) handout, ask participants to read the two columns, Unsatisfactory and Developing/Needs Improvement, vertically and identify the common language of the standards. (If there is a group of student services and/or instructional support personnel they may use their standards and rubric—the colored sheets to complete this activity.) Ask participants to share and facilitate a brief discussion. Possible responses: Unsatisfactory: lack, fails to, Developing/Needs Improvement: attempts, often ineffective, inconsistent Have a volunteer to read the language under the word Effective in rubric. Emphasize that effective is the standard and the job expectation. Have a volunteer to read the language under the word Highly Effective in the rubric. Emphasize that consistently meeting the standard at the effective level is Effective. Facilitate a brief discussion comparing the language between Effective and Highly Effective and noting the differences. P.S. 2: HE consistently meets the needs of learners in a highly effective manner P.S. 3: HE creates, evaluates, and modifies PS. 4: HE optimize learning and higher-order thinking for all learners P.S. 5: HE expertise in using assessments and teaches students to monitor and reflect on progress P.S. 6: HE variety of techniques to inform or collaborate in a highly effective manner P.S. 7: HE high level of professionalism and contribute to the growth of others P.S. 8: HE stimulating student-centered environment If it does not come up in discussion please make sure to state that “consistently” is NOT the filter to sue to determine effective performance, or to determine the difference between performance levels, as it is used in both the positive side (Effective and Highly Effective) and on the negative side (Needs Improvement and Unsatisfactory). Instead, it is the language AFTER the word “consistently” that is important.

Rubric Activity Use the IPEGS Performance Standards and Rubrics Handout. Identify common terminology for the Performance Standards of the rubric on all 8 or all 7 performance standards for Unsatisfactory and Developing/Needs Improvement. Identify language differences between Effective and Highly Effective. Step one (10 minutes total: slides 31, 32, 33, 34) Using the IPEGS Performance Standards Rubric (Teacher) handout, ask participants to read the two columns, Unsatisfactory and Developing/Needs Improvement, vertically and identify the common language of the standards. Ask participants to share and facilitate a brief discussion. Possible responses: Unsatisfactory: lack, fails to, Developing/Needs Improvement: attempts, often ineffective, inconsistent

Rubric Activity Use the IPEGS Performance Standards and Rubrics Handout. Identify common terminology for the Performance Standards of the rubric on all 8 or all 7 performance standards for Unsatisfactory and Developing/Needs Improvement. Identify language differences between Effective and Highly Effective. Step two (continued) Using the IPEGS Performance Standards Rubric (Teacher) handout, ask participants to read the two columns, Unsatisfactory and Developing/Needs Improvement, vertically and identify the common language of the standards. Ask participants to share and facilitate a brief discussion. Possible responses: Unsatisfactory: lack, fails to, Developing/Needs Improvement: attempts, often ineffective, inconsistent

Rubric Activity Use the IPEGS Performance Standards and Rubrics Handout. Identify common terminology for the Performance Standards of the rubric on all 8 or all 7 performance standards for Unsatisfactory and Developing/Needs Improvement. Identify language differences between Effective and Highly Effective. Step three (continued) Have a volunteer to read the language under the word Effective in rubric. Emphasize that effective is the standard and the job expectation. Have a volunteer to read the language under the word Highly Effective in the rubric. Emphasize that consistently meeting the standard at the effective level is Effective. Facilitate a brief discussion comparing the language between Effective and Highly Effective and noting the differences. Possible responses: P.S. 2: HE consistently meets the needs of learners in a highly effective manner P.S. 3: HE creates, evaluates, and modifies PS. 4: HE optimize learning and higher-order thinking for all learners P.S. 5: HE expertise in using assessments and teaches students to monitor and reflect on progress P.S. 6: HE variety of techniques to inform or collaborate in a highly effective manner P.S. 7: HE high level of professionalism and contribute to the growth of others P.S. 8: HE stimulating student-centered environment Examples provided are classroom map shills vs. different ways of getting to school and classroom identifying a diagram of electrical circuits vs. jump starting a car safely. Bringing student knowledge into the classroom.

Professional Practices Professional Practices Observable Standards Non-Observable Standards DPGT Learner Progress USR (1 minute) Refer again to this this graphic, which represents all of the areas that provide evidence of a professional’s work. This next section covers the observable standards. Remind participants of the strategic use of graphics and color.

Observation Details Observations…
IPEGS Full Day Session Observation Details Observations… may be scheduled or unscheduled, but must be consistent within the school must last at least 20 consecutive minutes (1 minute) Review the information on the slide. Observations may also extend past 20 minutes. Observations do not have to begin at the beginning of the lesson, nor do they need to last until the end of the lesson. An exception is when a professional is engaging in Support Dialogue or on an Improvement Plan, and then the observation must last for the entire lesson.

Observation(s) by Contract Status
Required Minimum Number of Observations a Year Probationary Contract Annual Contract Professional Service Contract Continuing Contract 2 1 1 (1 minute) Review the information on the slide and remind participants to refer to the IPEGS Procedural Handbook for additional information. Listed on the slide are the minimum number of required observations. There are circumstances when additional observations are necessary, but this table shows the minimum number required. You should also note that this is a minimum number, and that additional observations may occur. This additional information is provided as a trainer resource only, in case there are questions at this time. Observation of Standards A formal IPEGS observation must be a minimum of 20 consecutive minutes at any time during the class period. Observations may be scheduled or unscheduled by the assessor but, must be consistent within the school. The minimum number of observations are per year for each contract status type: Probationary Contract – 2 observations and 2 evaluations per year, one per semester Annual Contract –1 observation per year Professional Service Contract – 1 observation per year Continuing Contract – 1 observation per year **Observations for 3100s follow the same schedule as Probationary Contract Status professionals 1

Observation Timeline Timeline Activity
By the end of the first grading period (10/25/19) Initial observation of all NEW (Probationary Contract Status) personnel, inclusive of the post-observation meeting. By the end of the third grading period (03/20/2020) Second observation of Probationary Contract Status professionals, inclusive of the post-observation meeting. Observation of professionals with any other contract status. (2 minutes) The IPEGS Timeline is school year specific. Here are the dates for this school year: October 24, 2019: (The end of the first grading period) All Probationary Contract Status and instructional professionals new to a work location must be observed (including the post-observation meeting.) January 16, 2020: (The end of the second grading period) A Formative Performance Evaluation (FPE) form should be completed for all Probationary Contract Professionals. The FPE may be completed at the post-observation meeting or at a subsequent meeting prior to the end of the first semester. March 20, 2020: (the end of the third grading period) Observations for all other contract status types (Annual, Professional Service, and Continuing) as well as the second observation for the Probationary Contract Professional should be completed. Also note that all professional new to a building must be observed during the first 30 days, and that no observations may happen within the first 10 days that students are in attendance. The IPEGS Timeline includes all important IPEGS dates and may be accessed at ipegs.dadeschools.net. Refer to Table 5 or Table 6 of the IPEGS Procedural Handbook for additional information.

Capturing Evidence During an Observation
An assessor will capture sufficient evidence to complete the Observation of Standards Form What is the professional doing? Ex: Reviewed the home-learning assignment What are the students doing? Ex: Students were engaged after transitioning from the previous activity What are other sources of evidence? Ex: Student work folders include up-to-date graded assignments with feedback A teacher should consider what evidence of the observable standards is evident during the lesson, and what additional evidence the professional might wish to bring to a post-observation meeting. (2 minutes) Review the slide and provide the following information to participants. During a formal IPEGS observation, assessors will gather information about the teacher, the teacher, and about other evidence. “Other Evidence” may include information from various sources and a review of data in: Lesson plans Student folders Grades in a grade book or the electronic grades This structure also provides a way for professionals to think about their practice. Reflective practice includes thinking about the standards and about how one’s work compares with the standards. This thinking and reflective practice should be done not just at the time of the observation, but throughout the school year. Background Information for presenter: Additional items that may be observed but are not required: Centers Data binder Word walls Posted class work Student projects Evidence may come from all of these sources. It is important to know that no ratings are determined at this time. This is ONE evidence gathering process. Below are some questions to help teachers reflect. After you are observed by an administrator, think about the lesson that you conducted during the time the administrator was in the room. What was the lesson about? What did the observer see and hear? What was the essential question or learning involved? How did you address the needs of all learners? How did you plan to the lesson? How successful was the delivery of the lesson? How engaged were the students? How was the classroom a respectful and safe learning environment?

Preparing for the Post Observation Conference (Teacher Reflection)
What is something you want your administrator to know about your practice? How could you share this information with your administrators? What might you bring to a post- observation meeting that might provide evidence of that? (2 minutes) Ask participants to think about these questions and how they might apply when they are observed. Note the reflection graphic.

Create a picture of what occurred
Preparing Comments for the Observation of Standards Form (OSF) (Administrator Responsibilities) Create a picture of what occurred Identify applicable standards and organize the information Provide descriptive and detailed information about each observable standard Record the evidence on the OSF (2 minutes) Comments may be positive or negative. The observer MUST provide evidence for the observable standards (2, 3, 4, 8) and MAY provide information on the non-observable standards (5, 6, 7) After gathering the evidence, the assessor will organize it and write appropriate comments on the OSF. After the observation, The assessor will: identify the applicable standards. decide what evidence to record on the Observation of Standards Form. decide whether a comment is specific enough, and if not, revise it to relate directly to a standard.

Post Observation Meeting
Meeting occurs within 10 calendar days of the observation. Professional and assessor review and discuss evidence observed. Professional may offer additional evidence. Assessor may offer suggestions for improvement. No rating is generated at this meeting. Ratings are assigned during the summative evaluation process. (2 minutes) After an observation occurs, the evidence is shared in a post observation meeting. Review the information on the slide, adding the following information. After conducting a formal IPEGS observation, assessors must conduct a post-observation meeting within 10 calendar days. Calendar days include Saturdays and Sundays. Assessors may ask professionals to bring a copy of the lesson plan to the meeting. Professionals have a right to union representation during the post-observation meeting. Professionals receive a copy of the signed Observation of Standards Form (OSF) shortly after the meeting. No formal observation shall be conducted during the professional’s first 10 days when students are in attendance.

Observation of Standards Form
(1 minute) This is an Observation of Standard Form (OSF) for the teacher. After a formal IPEGS observation, this form will be completed by the assessor and shared with the professional during the post-observation meeting. During a single observation, every standard may not be documented, however, evidence must be provided for standards 2, 3, 4, and 8 for classroom teachers and standards 2, 3, and 4 for instructional support and student services professionals. Examples of all of the forms used in IPEGS are included in the IPEGS Procedural Handbook. Examples of most of the forms are also available through Forms Management. Most of the IPEGS documentation is completed through on an online system, including the Deliberate Practice Growth Target (DPGT), Observation of Standards Form (OSF) and the evaluation forms. The Documentation Cover Sheet, which is completed by the professional and submitted with the end-of-year documentation, is accessed on the Forms Management site.

Observation of Standards Form Performance Standard Indicators
Page 2 of 2 (1 minute) This is page 2 of the Observation of Standard Form (OSF) for the teacher, which contains the indicators for each of the performance standards. The indicators are NOT to be used as a checklist, but as a point of reference for appropriately aligning feedback and writing comments. These are not the entire list of possibilities, and there are many additional possible indicators that may be in evidence.

Possible Outcomes of an Observation
The OSF becomes evidence for the Professional Practices part of the evaluation. OR In the event that an area of improvement is identified during the observation, then a Support Dialogue (SD) is initiated. (2 minutes) Review the information on the slide. There are two possible outcomes of an observation. If there are no areas of concern, and performance is meeting standards, then the OSF, with the comments regarding performance, becomes part of the evidence of professional practices. If an area for improvement is identified, then a Support Dialogue is initiated. Additional information regarding the Support Dialogue will be discussed later in the presentation.

Improving Professional Performance Independent Support
Suggested Support An administrator recommends an area for growth Professional receives a change of assignment (Mid-Year or Year-to-Year) (1 minute) This additional information is provided as a trainer resource only, in case there are questions at this time. Suggested Support: An administrator recommends an area for growth The recommendation may be prompted by an informal observation (walk-through, review of available data, etc.). The professional will participate in professional learning mutually agreed upon by the professional and the site administrator/designee. This does not replace the Support Dialogue (SD) process. Professional receives a change of assignment (Mid-Year or Year-to-Year) When a professional is notified of a change in assignment, the professional may engage in professional learning, and the site administrator/designee may provide assistance to the professional (i.e., mentor buddy, grade level chairperson, department chairperson, professional learning course offerings, etc.). 46

Professional Practices Observable Standards Non-Observable
DPGT Learner Progress USR (1 minute) All standards are assessed by a review of available evidence (multiple data sources) and artifacts. Do not confuse observation and evaluation. An observation and the corresponding feedback is one piece of evidence that will be included as part of the summative evaluation. Evidence and artifacts should be reviewed at various times throughout the annual evaluation cycle, not only at the point of the observation or end of the year, but throughout the school year. So far we have discussed the observable standards, and now we will cover how evidence is collected for the non-observable standards.

IPEGS Full Day Session Performance Standard 5: Assessment The teacher gathers, analyzes, and uses data (including required assessment data, if applicable) to measure learner progress, guide instruction, and provide timely feedback. Samples: Evidence of assessment data: state/local, student work folders, electronic data, IEP’s etc. Evidence of a connection between the data and instructional practices Evidence of timely feedback (2 minutes) These are samples of information that may be used to evaluate Performance Standard 5: Assessment. Evidence for the Assessment Standard may or may not be evident during an observation, and may come from a variety of different data sources, including from information provided by the professional. The evidence should show that the professional is making decisions that are informed by the data. Remind participants about the difference between feedback and praise. Praise is statements such as, “Good Job,” that do not provide any information related to the learning being demonstrated. Feedback provides information about what the student/professional is doing well and/or should improve upon. Questions to consider regarding this standard are: What assessment data are available to the instructional professional? How are the assessment data being used to monitor instruction? What evidence shows that assessments are being used to guide instruction and/or provide feedback?

Performance Standard 6: Communication The teacher communicates effectively with students, their parents or families, staff, and other members of the learning community. Evidence may include: And may be presented in various formats: s Log Meeting Agendas Bulleted list Data Chat Notes Summary paragraph Community Involvement Flyer Copies of s, newsletters, etc. Parental Workshop notice (2 minutes) These are samples of information that may be used to evaluate Performance Standard 6: Communication Evidence for the Communication Standard may or may not be evident during an observation, and may come from a variety of different data sources, including from information provided by the professional. Evidence of appropriate or inappropriate communication with students may be evident during an observation, but will also be documented by the artifacts submitted by the professional. The chart includes examples of what might be presented as evidence of communication, and what various formats might be used to present the evidence. When submitting evidence, consider the “big picture,” and how to show two way communication between the professional and the various stakeholders. Questions to consider regarding this standard are: What stakeholders (parents, colleagues, school staff, community) are important to the professional’s work with students? How does the professional communicate with those various stakeholders? What various communication methods are used by the professional?

Performance Standard 7. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth. Professional Development Evidence may include activities such as: And may be presented in various formats: Professional Development Log Reading Education Journals Bulleted list Attending education/ leadership conferences Summary paragraph Sharing in PLC or Lesson Study Groups Copies of s, newsletters, etc. Focus on Deliberate Practice (3 minutes) These are samples of information that may be used to evaluate Performance Standard 7: Professionalism Evidence for the Professionalism Standard may or may not be evident during an observation, and may come from a variety of different data sources, including from information provided by the professional. Evidence of professionalism may be evident during an observation, but will also be documented by the artifacts submitted by the professional. The chart includes examples of what might be presented as evidence of professionalism, and what various formats might be used to present the evidence. When submitting evidence, consider the “big picture,” and how to show both a variety of communication types AND a variety of audiences. Evidence for Performance Standard must include at least 1 professional development activity. Professional development is an activity that provides either Master Plan Points or college credit. Questions to consider regarding this standard are: How does the professional meet the legal, ethical, and professional standards? How does the professional engage in professional growth?

Performance Standard 7. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards and engages in continuous professional growth. Resources for legal, ethical, and professional standards: Florida Educator Professional Standards: Florida Ethics Principles: Florida Education Laws: School Board Policies: M-DCPS/UTD Contract: (2 minutes) This is the stopping point for lunch. The Gallery Walk Activity will begin immediately after lunch. If time permits you may wish to preview the Gallery Walk Activity before participants break for lunch. These are resources that can be used to determine what a professional’s legal, ethical, and professional standards are. Suggest that participants take notes or take a picture of this slide so they have these resources readily available.

Gallery Walk Activity PS 2: Knowledge of Learners Look Fors:
While preparing for a Gallery Walk with your group, designate a recorder to write the title and set up a two- column notes chart for your assigned standard. designate a facilitator to monitor the Gallery Walk process for your group. Your poster should look like this. PS 2: Knowledge of Learners Look Fors: Red Flags: (1 minute) Provide each group with one copy of the instructions and a marker. The “recorder” will keep the marker, set up the initial chart paper, and then and write down the group responses as the group travels to the various posters. The “facilitator” will help monitor the group’s progress, referring to the instructions sheet as necessary. That individual should also help move the group along once time is called. The groups need to move when instructed, even if they have not finished their 2 “Look Fors” and 2 “Red Flags.”

Gallery Walk Presentations
To prepare for your group presentation: designate a speaker designate a “poster child” designate a “Vanna White” or “Van White” PS 2: Knowledge of Learners Look Fors: Red Flags: (1 minute) Inform participants that they will need to designate individuals for these roles as they are preparing to present to the whole group.

“Look Fors” and “Red Flags” Gallery Walk
Each group will be assigned a colored marker and a standard. Each round is 3 minutes. Use the IPEGS Standards and the IPEGS Performance Standards Activity handout during the gallery walk Write two (2) “Look Fors and two (2) “Red Flags” At the signal for the next round, move to the next standard. Add a checkmark if your group agrees with a detail already noted on the chart, but make sure to add two new ones as well. The rotation is repeated until you return to your original standard. As a group, choose your top two “Look Fors” and the top two “Red Flags” on the chart(s). Designate a group member to report out on the group’s top two “Look Fors” and “Red Flags,” along with the group’s rationale for their choice. Anchor the response in the language of the standard. (40 minutes) This activity should be done after lunch. Display the slide and have participants complete the activity. Group participants (Into groups 2-8, so they can number off or use another strategy) Participants will move into their numbered groups to work on each performance standard displayed around the room on chart paper. Each group will record their responses (2 “Look Fors” and 2 “Red Flags” and will move to the next chart when time is called. The same color marker must travel with the group and be used at each of the performance standards on chart paper. Allow three (3) minutes at each standard, using music or timer to signal when groups are to move. (the time per sheet may be adjusted based on how long the groups are taking to complete the task, or based on where this activity comes in the presentation.) Encourage discussion as the groups rotate to each standard, making sure that they are listing specific behaviors, prompting them as needed. Tell participants to be specific about things they might see or hear in a classroom. “Good communication” is vague, and not something that can be seen. A student-friendly agenda written on the board is a specific “Look For” that would be observable. Using any or all of the previously used handouts, complete the performance standard charts during the gallery walk. Each group must write two (2) “Look Fors” (behaviors of effective practice-this includes behaviors that might fall into both the Effective and the Highly Effective categories) and two (2) “Red Flags” (behaviors that demonstrate Developing/Needs Improvement or Unsatisfactory practice) for each standard. Make sure to add two entries for each standard. In addition, you may wish to add a checkmark if your group agrees with a detail already noted on the chart. After completing all the standards by making two entries on each chart, the groups will return to their original “home” standard.

Gallery Walk Presentations
Present your group’s top 2 Look Fors and Red Flags, your rationale, and how they are supported by the language of the standard. Select a spokesperson. The facilitator will call on the spokesperson for standard 2. The spokesperson will: read the standard, share the group’s responses, ask for additions or amendments, and confirm agreement Then the spokesperson will call on the spokesperson for the next standard. Repeat process for the remaining standards. (continued) After completing all the standards, the groups will return to their original “home” standard chart. Allow 3 minutes to reflect on and discuss the “Look Fors” and “Red Flags” and indicate the top two “Look Fors” and the top two “Red Flags” on the chart(s). Remember that the top two “Look Fors” would be behaviors of Effective/ Highly Effective instructional practice and the top two “Red Flags” would be behaviors of Developing/Needs Improvement/Unsatisfactory instructional practice. Designate a group member to be the spokesperson to share the top two “Look Fors” and “Red Flags,” along with the group’s rationale for their selection. The selections are to be tied to the language of the standard. Select a “Poster Child” to hold the chart and “Van or Vanna White” to assist in identifying the behaviors. Use the “Select and Share” protocol same instructional strategy of having one group call on the next one. The Standard 2 group will report their findings, asking the group if there are any questions, any additions or amendments. The group should confirm agreement and then call on the next standard group. (The reports show be presented in order 2-8, so the “calling on” is only to ask the next group to come up.) Let participants know the order ahead of time, so that as one group presents the next is getting ready so the transitions will be efficient. With this activity as well, the facilitator should sit down out of the way of where the presentations are occurring, so as to leave center stage to the group that is presenting. Debrief: Click to bring up the “unpacking icon.” Discuss the purposes and application of the gallery walk. Note the progression of “student-centeredness” in this activity. You may wish to ask: Who was doing all the work? Then note the progression throughout the day, from agreements, to calling on each other to share, to additions and amendments, to this activity which combines all. The process of layering the activities to create a student-centered environment can also be done in the classroom, although the time frame may be longer than in today’s session. Ask participants to reflect on how they might use this type of activity in their classroom.

Reflection Which of the IPEGS Standards do you already know well and could provide evidence of in your work? and Which of the IPEGS Standards would you like to study more, implement more effectively, or learn how to better gather evidence for? Why? (2 minutes) Reflect on which of the standards you think you are already implementing well, and which you might like to work on this school year. Freewrite for 2 minutes about one or both of these questions.

Improving Professional Performance
1) Support Dialogue (SD) Professional’s performance is not meeting the standard. Professional is notified of a scheduled SD meeting within 10 calendar days of an observation. Support Dialogue (SD) Meeting Notification Form must be issued no later than forty-eight (48) hours prior to the SD meeting Process takes twenty-one calendar days; can be extended up to ten (10) work days 2) Improvement Plan (IP) Performance is unsatisfactory in any standard. Process occurs after completion of unsuccessful Support Dialogue (SD). (2 minutes) In addition to the independent support and growth opportunities, there are two formal tools: support dialogue (SD) and improvement plan (IP) to improve performance within the IPEGS process. Read the information on the slide. You may refer to the “Improving Professional Performance” section of the IPEGS Procedural Handbook, which may be accessed at ipegs.dadeschools.net for additional information. 58

Support Dialogue (SD) Designed to facilitate discussion about identified performance standard(s) and ways to address improvement Includes a 21-Calendar day period to receive support and implement changes in performance Both parties share what each will do to support the professional’s growth Includes the professional’s right to union representation and/or peer support May result in the professional being Effective, SD extended, or an Improvement Plan(IP) (1 minute) The formal process for improving performance in IPEGS begins with Support Dialogue, which must be documented. Read the information on the slide.

Support Dialogue Discussion
(1 minute) This Support Dialogue (SD) Meeting Notification Form is used to notify the professional of the meeting to discuss the supportive activities to improve performance on one or more of the IPEGS standards. The Support Dialogue (SD) Meeting Notification Form may be found in the IPEGS Procedural Handbook. IPEGS Procedural Handbook: IPEGS Support Dialogue Meeting Notification Form (FM 7406)

Improvement Plan (IP) Initiated after Support Dialogue(SD) has been completed Implemented when the professional’s performance remains unsatisfactory in one or more standard(s) Developed collaboratively by the site administrator and the professional, with union representation, if desired A 90-Calendar Day Probation Period Desired outcome is to improve the professional’s performance to an effective level May result in being not recommended for continued employment (2 minutes) Read the information on the slide. If insufficient improvement is shown during the Support Dialogue phase, an improvement plan is initiated.

Improvement Plan Sequence of Events
(1 minute) This slide is the sequence of events during the 90-day probation of the Improvement Plan. This chart is also in the IPEGS Procedural Handbook.

Improvement Plan (IP) If the IP cannot be completed before the end of the school year, it is continued to the next year and the summative evaluation is withheld until the process is completed. A transfer does not extend the period of the IP. (1 minute) Read the information on the slide. The Improvement Plan process is in the IPEGS Procedural Handbook.

Improvement Plan Form IPEGS Procedural Handbook:
(1 minute) This is a copy of the Improvement Plan form which is in the IPEGS Procedural Handbook at ipegs.dadeschools.net Most teachers will never need to know the information about the Support Dialogue (SD) or the Improvement Plan (IP), but we need to make you aware that the process exist. Everyone does, though, need to know and understand the IPEGS standards so let’s return to thinking about the Standards. IPEGS Procedural Handbook: IPEGS Improvement Plan Form (FM 7311)

Professional Practices Observable Standards Non-Observable Standards DPGT Learner Progress USR 1 minute This section talks about Performance Standard 1: Learner Progress.

Performance Standard 1: Learner Progress The work of the teacher results in acceptable and measurable learner progress as specified in F.S Pursuant to state statute , as amended in under the Student Success Act, and updated in 2015 through House Bill (HB) 7069, at least one-third of an instructional professional’s evaluation must be based on student learning growth assessed annually and measured by statewide assessments or, for subjects not measured by statewide assessments, by district assessments as specified in (1 minute) Performance Standard 1: Learner Progress This standard is assessed after the release and analysis of applicable student achievement data. Applicable student data is determined based on a professional’s job assignment. It is likely that the applicable student data will not be available at the end of the school year, so the professional will be assigned a provisional rating, and the final summative rating will be assigned the following school year, after all of the student data becomes available. Specific information regarding student data measures can be found at oada.dadeschools.net. (Office of Assessment and Data Analysis) Questions about how scores are calculated, which students are used, which tests are used, etc. should be noted as “Speed Bump” questions because they are so individual and specific to one’s teaching assignment. Participants should be referred to the oada website which will provide information about their individual situation.

Independent Support and Growth Experiences
Required Support (Based on a USR rating) The Unified Summative Rating (USR) is less than Effective (The USR includes three components: VAM, Professional Practices, and Deliberate Practice Growth Target) (1 minute) Required Support: The Unified Summative Rating (USR) is less than “Effective” (The USR includes three components: VAM (or other measure based on student performance), Professional Practices, and Other Factors allowed by law, including Deliberate Practice Growth Target) Instructional Personnel receiving “Developing/Needs Improvement” on their final Unified Summative Performance Evaluation will engage in professional learning identified by the professional and the site administrator/designee without the requirement of an “Unsatisfactory” IPEGS observation. Remember that VAM information may be found at oada.dadeschools.net. Professional receives a change of assignment (Mid-Year or Year-to-Year) When a professional is notified of a change in assignment, the professional may engage in professional learning, the site administrator/designee may provide assistance to the professional (i.e., mentor buddy, grade level chairperson, department chairperson, professional learning course offerings, etc.). 67

Professional Practices Observable Standards Non-Observable Standards DPGT Learner Progress USR (2 minutes) (You should be here by 2:00) The IPEGS Procedural Handbook provides information regarding the Deliberate Practice Growth Target guidelines and procedures that must be completed and submitted to the principal/site administrator within the first thirty (30) calendar days of employment at the work location. Reminders: October 24, 2019 is the date for DPGT submission for the current school year. November 15, is the date for review and signature. (Although the process is now online, the submission dates remain the same.) The IPEGS performance standards are the foundation for effective instruction in Miami-Dade County Public Schools, and IPEGS is designed to capture professional growth as well as provide a mechanism for evaluating teaching performance. The Deliberate Practice Growth Target process is intended to connect teacher growth and performance, while enhancing teaching practice.

Excerpt from Florida Statute 1012.98
“… school principals may establish and maintain an individual professional development plan for each instructional employee assigned to the school as a seamless component to the school improvement plans.” (1 minute) The Deliberate Practice Growth Target process has been developed to meet the statutory requirements as well as allow the professional to determine areas for professional growth that will improve instructional practice and have a positive impact on student learning.

Deliberate Practice Growth Target
A Guide for Professionals 7 minutes As you watch the video, think about what you want to work on next school year, and about how deliberate practice can help you grow in that area. Debrief: Ask participants to share how the idea of Deliberate Practice might be applied in education generally or in their own practice specifically. Possible responses include: repetition; coaching; working on a weakness; putting in hard work; asking for feedback; doing the “not fun” work. Note that the DPGT is a specific way that they can identify and area for growth, work on that area, see what happens, and then report on the results.

Partner Talk Protocol Professional Effectiveness
Which standard would you like to work on to improve your practice? Why? How can you use deliberate practice to improve in this area? How will improving in this area impact student learning? (15 minutes) Let participants know that this activity is designed to be a Circle Talk, but that today it will be modified to be either a Table Discussion or a “Turn and Talk” session. Decide which one is most appropriate for your group and then provide 2 minutes for them to discuss Question 1; 2 minutes for Question 2, and 2 minutes for Question 3. Then debrief as a whole group, noting how these questions help transition into the discussion of DPGT, which is the next section of the presentation. Introduce questions and allow participants to write responses independently. (3 minutes) Explain the Circle Talk Protocol while participants are at their seats. Also make sure aisles are clear and it is safe to move around the room. *Form inner/outer circle formation. (1 minute) Provide explicit instructions for each “round” of Circle Talk. For Round 1: Read question one and ask the inner circle person to share first. Tell the participants that they will have 30 seconds to speak and explain what the ending signal will be.(Music playing, computer timer buzzer, etc. ) Give 30 seconds for the first person to share their response to question #1 with their partner. The listener does not respond. Give another 30 seconds for the outer circle person to share. The listener does not respond. Then instruct participants to exchange pleasantries with their partner and then rotate (assign either the inner or outer circle to move and indicate which direction) two places so that each participant will speak with a new partner. Repeat the process, including explicit instructions for time and procedures, for question #2 Facilitate one more rotation and repeat the process for question #3. (6 minutes for the entire Circle Talk Protocol) You may choose to modify this protocol according to the physical arrangement of the room. Other options are two parallel facing lines, mix and mingle, or elbow talk. Debrief: Click to bring up the “unpacking icon.” Discuss the procedures for the “Circle Talk” Protocol” (It encourages equity, provides an audience for individual’s thinking, and allows participants to speak with different individuals.)

DPGT Procedures Guide Focus
Key Components of the Reflection and Development Phase 1. Data Collection 2. Needs Assessment 3. Growth Target 4. Plan of Action 5. DPGT Form Key Components of the Reflection and Outcome Phase 6. Impact 7. Complete the DPGT Process Focus (2 minutes) This slide outlines the DPGT procedures found in the IPEGS Procedural Handbook. There are two phases to the DPGT process: Reflection and Development Phase and Reflection and Outcome Phase. This component of the presentation will guide us through the DPGT process, and we will utilize the DPGT Procedures Guide handout (pages 7 and 8) to assist in your understanding of the process. Let participants know that while they do not have any data or information about their students yet, they will be able to complete this process after they have met and gotten to know their students. For now they should try to anticipate what data they may wish to collect and/or examine. They should retain these handouts for future reference when they are ready to write their DPGT. The steps outlined on the following slides will help you understand how to complete the DPGT process.

DPGT Process Reflection and Development Phase
Step 1: Data Collection Collect information and data on your professional practice and on student learning. What sources of qualitative or quantitative data can you use to identify areas for your professional growth and to determine your students’ needs? (3 minutes) Read slide with participants. Reference the Deliberate Practice Growth Target Procedures Guide handout (pages 7 and 8) and allow time for participants to independently complete step 1. Sweep the room (elicit responses from participants) Explain the difference between qualitative and quantitative data if necessary. Examples are provided on the next slide.

Step 1: Examples of Qualitative and Quantitative Data
Accelify Previous Academic Performance Anecdotal Records Previous IPEGS evaluations Baseline Assessments Climate Surveys Professional Reflection Diagnostic Assessments School Improvement Plan FAB/BIP Student Observations IEPs Student Portfolios Learning Styles Inventory Student Surveys Logs and Journals (3 minutes) These are some examples that participants may have listed on their DPGT Procedures Guide handout (pages 7 and 8). Review the examples and allow participants to add additional examples (Sweep the Room by having participants share out additional examples).

Step 2: Needs Assessment/Focus Select one area of focus expected to impact professional practices and support student learning. What areas of self-improvement might be your primary focus? Based on the area chosen, think about what instructional practices might help you to grow professionally and improve student(s) learning. (2 minutes) Target: Focus Reference the Deliberate Practice Growth Target Procedures Guide handout (pages 7 and 8) Data Collection section where participants have already listed a variety of data sources. Ask participants to circle two to three data sources that will help them identify an area that they would like to focus on for professional growth. Now ask them to narrow their focus by marking the one that is most important to them. 3. Finally, ask participants to think about instructional practices that might help them grow and improve student learning. Refer to focus questions on handout (page 9).

Focus Reflection What aspect of practice does the professional want to work on for this school year? Professional/Student/Program Data What data or information can be used to narrow that focus? Focus How will addressing the targeted area of focus enhance professional practices and improve student learning? (1 minute), Listed on this slide is a review of the process needed to develop a DPGT focus for this year. Review the questions on the slide. Answering these questions should assist you in developing your focus statement. You should refer to them throughout the year.

Step 2: Needs Assessment/Focus Examples
Sample Objectives To improve mathematics teaching methods To create a monitoring system that will assist students in planning for educational and vocational choices To provide more Inquiry-Based strategies for science To incorporate authentic English/Language Arts (ELA) critical thinking strategies during instruction (2 minutes) These examples of objectives were reached after completing steps 1 & 2, as well as reviewing the questions on the previous slide. Ask participants to read from the slide. Provide participants time to create an objective for the identified area, and write it on step two – Needs Assessment/Focus of the DPGT Procedures Guide. Share out.

Step 3: Growth Target Determine a deliberate growth target that addresses professional practices that impact student learning. Based on your focus, think about the growth target as it impacts student learning. (1 minute) This growth target should be based on the information that you have gathered relative to both your professional practice and your students’ needs. The growth target is based on your professional judgment of what learning you need to be able to meet your students’ needs. Read the slide with participants.

Growth Target Professional Learning What does the professional plan to learn to improve practice in regards to the area of focus? Student Learning Outcomes What are the projected student gains? (1 minute) Answering these questions should assist you in developing your growth target. You should refer to them throughout the year.

Step 3: Growth Target Example
Example of a deliberate practice growth target: I will engage in professional learning to become more knowledgeable about the application of Mathematics Florida Standards. As a result, students will be able to access the curriculum at their instructional level and demonstrate improvement in math literacy. ___________________ __________________ What general steps will you take How will the steps address towards your target? student learning? (2 minutes) This example is a result of completing step 3 and reviewing the questions on the previous slide. What are you going to do to hit the “target” or area of focus? How does your “target,” or area of focus, address student learning? Guide participants in completing Step 3 of the Deliberate Practice Growth Target Procedures Guide handout (pages 7 and 8). Other examples for targeting growth might be instructional strategies for engagement, questioning, or meeting the needs of diverse learners; the use of technology, classroom management, disaggregating student data, and rigor. This is a two step process, be sure to decide what action steps will be taken toward your target and then describe how these steps will address student learning.

Step 4: Plan of Action Describe the specific professional learning [i.e., professional development (PD) and/or professional growth experience(s)] that will help you to achieve your deliberate practice growth target. (1 minute) Read slide with participants. Notice the term “professional learning,” which includes BOTH professional development sessions, which MUST award Master Plan Points, AND professional growth experiences, which may not involve MPP. Professional development is required by IPEGS Performance Standard 7: Professionalism. However, it is not required for the DPGT.

What actions will the professional take to meet the growth target?
Plan of Action What actions will the professional take to meet the growth target? (1 minute) The plan of action should list all steps, resources, timelines, and progress monitoring method(s) necessary to meet your growth target.

Step 4: Plan of Action Example
I plan to attend scheduled mathematics professional development activities. Additionally, I will observe a peer and reflect with a colleague each quarter to strengthen my professional practice. Professional Learning Professional Growth Experiences (points or credits may be attached) Professional Development Activities (points or credits must be attached) (3 minutes) This plan of action was developed after completing step 4 and reviewing the questions on the previous slide. Ask participants to complete the T-chart on step four – Plan of Action of the Procedures Guide handout (pages 7 and 8). Some examples might be a reflection log, journal reading, webinars, Teacher Directed Observation, book or lesson study, PLC, college courses, National Board certification or action research. If time allows ask participants to choose professional learning and compose a summary statement that includes specific professional growth experiences and/or professional development activities that will allow them to achieve their DPGT. Begin the summary statement with the stem, “I plan to __________.” I plan to _____________________________________________________________________________________________________________________.

DPGT Reflection and Development Phase
Rubric Terminology IN PROGRESS COMPLETE The professional is in the process of developing a DPGT and/or awaiting the DPGT planning conversation. The professional has completed the DPGT Development Phase and the planning conversation has occurred. VS. (1 minute) Listed on this slide is the terminology for the DPGT Reflection and Development Phase Rubric rating levels. Ask a participant to read the language for IN PROGRESS. Next, ask a different participant to read the language for COMPLETE. See the Rubric handout (page 10).

Rubric for DPGT Reflection and Development Phase
Complete In Progress DPGT Development The Professional has completed the DPGT Development Phase and the Planning conversation has occurred. Points:______ The professional is in the process of developing a DPGT and/or awaiting the DPGT planning conversation. Points: _____ (1 minute) The DPGT Rubric has two sections: the Reflection and Development Phase and the Reflection and Outcome Phase (page 10). The first phase, Reflection and Development, has a value of 35% of the 16 possible points assigned to the DPGT component of a professional’s evaluation. When this phase is complete it will be worth 5.6 points. The DPGT will be IN PROGRESS until the completion of this phase, and no points will be assigned for an IN PROGRESS rating. ***A COMPLETE rating has a value of 5.6 points, which is automatically assigned once the Reflection and Development Phase is completed. 5.6

The DPGT submission process is now electronic. Details are on the next slide. Step 5: DPGT Form Meet with administrator to review and sign the DPGT form. The DPGT submission process is now electronic. Details are on the next slide. Professional’s Signature:_______________________________________ Date: _________ Principal’s/Site Administrator's/ Designee’s Signature:_________________________________________ Date: _________ The DPGT submission process is now electronic. Details are on the next slide. The DPGT submission process is now electronic. Details are on the next slide. (1 minutes) Documents: Signature Please Have participants sign and date step 5 of their DPGT Procedures Guide handout (pages 7 and 8). At this point in the process, you will need to turn in the signed DPGT form to your administrator. To help you remember this step, please sign in the signature box of the Deliberate Practice Growth Target Procedures Guide handout (pages 7 and 8), and add the October 25, 2019 date to help you recall the due date for this phase. Note: The DPGT form may be revised at any time as needed. The DPGT submission process is now electronic. Details are on the next slide.

DPGT Process: Electronic Submission
To submit your DPGT: Go to: hrinfo.dadeschools.net/dpgt Log in with your: Employee Number (XXXXXX) Password: Last 4 of your SS # (XXXX) This is NOT the same process as logging in to the portal or to My Learning Plan. Log in so the DPGT system will recognize you. Log out and contact your administrator so they can “override” your form. Log back in after they have done so, complete and submit your DPGT. (4 minutes) There will be a weekly briefing with these details, as well as a link to a video that shows the steps in the log-in process. Today we are focusing on the content of the DPGT, but also provide information about the submission process here. Participants may wish to take a picture of this slide so they will have the information when they are ready to complete their DPGT. A green background means that the document may be completed or revised. A red background means that it is locked and the administrator has access in order to review it. The system works like ping pong. The ball can only be on one side of the table at a time. When it is in “your court” you complete and submit it. Then it is in the administrator’s “court.” They must unlock it and send it back in order for any changes to be made. They may also approve it at the DPGT meeting without any required changes. The Reflection and Outcome Phase will be green when the window opens for that section to be completed. The DPGT Reflection and development phase must be submitted by October 24, 2019 for this school year.

Time Flies (1 minute) This completes the Reflection and Development Phase. Between the time you turn in the form and the time that you complete the entire Deliberate Practice Growth Target process, you will have the opportunity to implement your action plan and make adjustments as needed. You may want to check-in periodically for adjustments or changes as needed to monitor your progress towards your growth target. Your DPGT should be implemented throughout the school year. Check-in periodically to make adjustments and changes as needed and monitor your progress towards your growth target.

DPGT Process Reflection and Outcome Phase
Step 6: Impact Describe how your professional growth target has been achieved and the impact on your professional growth and student(s) learning. How do you know that you met your goal? Refer to your Deliberate Practice Growth Target form and data. What is your evidence? (i.e., PLC logs/agendas; formal and informal assessment data; student attendance logs; student work, professional reflection documentation) (2 minutes) Please turn to the back of the Deliberate Practice Growth Target Procedures Guide handout (page 8) to begin the Reflection and Outcome Phase of the DPGT process. Read the slide with participants. Remind them that time has passed and it is now towards the end of the school year. (Participants will not be completing this section of the form during workshop). The purpose of this slide is to guide their thinking when the time comes to complete this section. Imagine that the year has passed. At this point in the process, you will need to review your plan of action in order to answer these questions: How do you know that you met your goal? What is your evidence? You may wish to make a note of these questions so that as you progress monitor, and when the time comes, you will remember your thinking about the impact on your professional growth.

Impact Progress Monitoring How did the professional monitor progress toward the goal? Were any modifications needed? Outcome What has been the impact on the professional’s growth and student learning? (1 minute) Listed on this slide are some questions to help you develop a DPGT impact statement(s) for this year. Review the questions on the slide. Answering these questions should assist you in developing your impact statement. You may refer to them throughout the year.

Step 6: Impact Example As a result of attending mathematics trainings, observing a peer, and reflecting with a colleague, I gained new knowledge and instructional strategies. As a result of integrating these strategies, my students demonstrated increased math literacy as evidenced by improved scores on the topic assessments throughout the course of the year. (2 minutes) Review example on slide. This example was developed after completing step 6 and reviewing the questions on the previous slide.

DPGT Reflection and Outcome Phase
Rubric Terminology Meets Partially Meets Does Not Meet The professional successfully implements the DPGT and the impact statement includes thoughtful reflection, evidence of information used to monitor progress of the DPGT, explanation of any necessary adjustments, and an analysis of both the individual’s professional growth and how it impacts student learning. The professional implements the DPGT, but the impact statement is inadequate because it is missing one or more of the required elements: thoughtful reflection, monitoring information, adjustments, or it is missing clear evidence of the expected impact of the individual’s professional growth on student learning. The professional’s impact statement is missing or does not reflect implementation of the DPGT. (2 minutes) Listed on this slide is the terminology for the DPGT Reflection and Outcome Phase Rubric rating levels. Ask a participant to read the language for DOES NOT MEET. Next, ask a different participant to read the language for PARTIALLY MEETS. Then, ask another participant to read the language for MEETS. These are the three rating levels for this phase.

Rubric for DPGT Reflection and Outcome Phase
Trace the implementation of your DPGT throughout the school year. Include information about how you reflected on your plan of action, what information you utilized to determine the impact of your professional learning on student growth, whether or not you made any adjustments to the implementation, and how you would describe the final impact (or end result) of your professional growth on student learning. Phase Meets Partially Meets Does Not Meet DPGT Outcome The professional successfully implements the DPGT and the impact statement includes thoughtful reflection, evidence of information used to monitor progress of the DPGT, explanation of any necessary adjustments, and an analysis of both the individual’s professional growth and how it impacts student learning. Points: ______ The professional implements the DPGT, but the impact statement is inadequate because it is missing one or more of the required elements: thoughtful reflection, monitoring information, adjustments, or it is missing clear evidence of the expected impact of the individual’s professional growth on student learning. The professional’s impact statement is missing or does not reflect implementation of the DPGT. (1 minute) The second phase, Reflection and Outcome (page 10), has a value of up to 65% of the 16 possible points assigned to the DPGT component of a professional’s evaluation. When this phase is complete, it will be worth up to 10.4 points. The rating levels for this phase are: MEETS, with a value of 10.4 points PARTIALLY MEETS, with a value of 4 points DOES NOT MEET, with a value of 0 points 10.4 4

Rubric for DPGT Reflection and Outcome Phase
Trace the implementation of your DPGT throughout the school year. Include information about how you reflected on your plan of action, what information you utilized to determine the impact of your professional learning on student growth, whether or not you made any adjustments to the implementation, and how you would describe the final impact (or end result) of your professional growth on student learning. Phase Meets Partially Meets Does Not Meet DPGT Outcome The professional successfully implements the DPGT and the impact statement includes thoughtful reflection, evidence of information used to monitor progress of the DPGT, 3 explanation of any necessary adjustments, and an analysis of both the individual’s professional growth and 5 how it impacts student learning. Points: ______ The professional implements the DPGT, but the impact statement is inadequate because it is missing one or more of the required elements: thoughtful reflection, monitoring information, adjustments, or it is missing clear evidence of the expected impact of the individual’s professional growth on student learning. The professional’s impact statement is missing or does not reflect implementation of the DPGT. (1 minute) The second phase, Reflection and Outcome (page 10), has a value of up to 65% of the 16 possible points assigned to the DPGT component of a professional’s evaluation. When this phase is complete, it will be worth up to 10.4 points. The rating levels for this phase are: MEETS, with a value of 10.4 points PARTIALLY MEETS, with a value of 4 points DOES NOT MEET, with a value of 0 points 10.4 4

DPGT Process Reflection and Outcome Phase
The DPGT submission process is now electronic. Step 7: Completion of DPGT Process Complete the DPGT form. Note: The completed form will be reviewed and signed by the professional and the site administrator. The completed and signed form must be included in the end-of-year documentation submitted by the professional. The DPGT submission process is now electronic. The DPGT submission process is now electronic. Professional’s Signature:_______________________________________ Date: _________ Principal’s/Site Administrator's/ Designee’s Signature:_________________________________________ Date: _________ (3 minutes) Calendar: Important Date This is the final step in the process. You will need to turn in the signed DPGT form to your administrator. To help you remember this, please sign the signature box on the Deliberate Practice Growth Target Procedures Guide, and add the April 30, 2020 date to help you recall the due date for this phase. The DPGT submission process is now electronic. The DPGT submission process is now electronic.

2019-2020 DPGT Form October 24, 2019 Due April 29, 2020 (2 minutes)
On this slide is the DPGT form and Rubric. The well-defined Rubric is aligned to the two phases of the DPGT process. You will be using the “Lily Pond” completed DPGT form (page 12) in the upcoming activities. Let’s put what we have learned into action. You will be reading a sample of a completed DPGT form (FM 7575) by Lily Pond (page 12). Here is some background information for Ms. Pond. Please listen carefully as this information is not included on the form, but will be important as you apply the rubric to her DPGT. She has been a water aerobics instructor for 3 years. Ms. Pond uses several methods to determine student success rates, such as student surveys, observation of daily performance, water treading endurance tests, etc. However, she has noticed that the water treading data indicate that students with knee injuries are not performing to proficiency levels. After reading Ms. Pond’s DPGT form (page 12), you will use the 1,2,3 CUBES strategy to determine whether she has included the appropriate information for both phases of the DPGT process. The 1,2,3 part of the strategy aligns with the Reflection and Development Phase. The CUBES part of the strategy aligns with the more comprehensive and in-depth Reflection and Outcome Phase.

Lily Pond’s DPGT Information
1, 2, 3 Strategy Place a check mark on each stage of the Reflection and Development Phase of the form if there is a completed: focus statement growth target statement plan of action statement (3 minutes) Do not click on this slide until debriefing, as this will reveal the check-marked answers to this section. Let’s apply the 1,2,3 part of the 1,2,3 CUBES strategy. First, you will determine the rating for the Reflection and Development Phase. Place a check mark on each stage of the Reflection and Development Phase of the form if there is a completed: focus statement growth target statement plan of action statement Give participants two minutes to read and mark the form. Then, ask the following: Is the focus statement completed? (Ask a participant to read the focus statement.) Is the growth target statement completed? (Ask a participant to read the growth target statement.) Is the plan of action statement completed? (Ask a participant to read the plan of action statement.) Click to reveal the checkmarks and then debrief this section.

Lily Pond’s DPGT Information
CUBES Strategy Circle the thoughtful reflection. Underline evidence of information used to monitor progress of the DPGT. Box the explanation of any necessary adjustments. Exclaim (place an exclamation mark) by the analysis of the professional’s growth. Star the analysis of the impact on student learning. ! (4 minute)s Do not click on this slide until debriefing as this will reveal the answers to this section. Now you are going to use the CUBES part of the 1,2,3 CUBES strategy to annotate the Reflection and Outcome Phase, using the following procedures: Circle the thoughtful reflection. Underline evidence of information used to monitor progress of the DPGT. Box the explanation of any necessary adjustments. Exclaim (place an exclamation mark) by the analysis of the professional’s growth. Star the analysis of the impact on student learning. Give participants two minutes to read and mark the form. Then, debrief using the information in the Debrief Section below. Debrief by clicking on the slide to reveal all five annotations (circle, underline, box, exclamation, star). Circles: thoughtful reflection includes noting something is “revealed” and that students had “similar needs.” Underline: evidence of information used to monitor progress includes “assessment data” and that data was looked at “over the course of the year.” Boxes: the explanation of adjustments includes “identified other subgroups” and “expanded my use of these new strategies to them.” Exclaim: analysis of the professional’s growth includes “gained new knowledge”, “use of these strategies,” and “expanded my use of these new strategies.” Stars: analysis of impact on student learning includes “increase in water treading endurance” and “demonstrated gains in their treading water times as well.” Then read the following statement: The annotations on Ms. Pond’s form indicate that she has included all required elements and therefore would receive a MEETS rating for this phase. So far in this presentation, you have reviewed the DPGT process, received information about the rubric, examined how the rubric aligns with the DPGT process, and used the 1,2,3 CUBES strategy to evaluate a sample DPGT form using the rubric. When you participate in the DPGT process this year, you may wish to use the 1,2,3 CUBES strategy to make sure that you have included the appropriate information. Because you now know what is required by the COMPLETE and MEETS rating levels, you will be able to use the DPGT Rubric to evaluate your own DPGT form. ! ! !

Reflection and Development Phase
DPGT Process Important Dates Reflection and Development Phase October 25, 2019 (the professional submits) November 15, 2019 (designated administrator signs) Reflection and Outcome Phase April 30, 2020 (the professional submits) May 28, 2020 (the designated administrator signs) (1 minute) Display this slide for participants to review, copy or photograph as needed. Ask participants to set alarms on their phones for April 30, as well as April 29th and April 28th, to give extra time to make sure that everything is completed.

Observables Non-Observables DPGT Learner Progress USR
Professional Practices Observables Non-Observables DPGT Learner Progress USR (1 minutes) We have reviewed the three components of IPEGS. Note the color changes to depict the various topics we have covered.

Summative Evaluation (1 minute)
This next section will be on the Summative Evaluation.

What is Submitted with the Documentation Cover Sheet?
Teachers: Completed Evidence of Professional Learning: Professional Development and /or Professional Growth Experiences Completed Evidence of Communication Instructional Support and Student Services: Completed Evidence of Professional Learning: Professional Development and /or Professional Growth Experiences Completed Evidence of Communication OPTIONAL DOCUMENTATION relevant evidence that helps to show that a standard has been met sample product Required documentation must be submitted at least 35 calendar days prior to the last day of the school year. (2 minutes) For every instructional professional, the following items should be stapled to the IPEGS Documentation Cover Sheet: Completed evidence of professional learning, which may include professional development and/or professional growth experiences. Instructional Professionals may submit their in-service record, the completed Deliberate Practice Growth Target (DPGT) Form, or their own form of documentation. The documentation provided should focus on quality professional learning rather than the quantity. A well-written summary paragraph of effective professional learning will suffice to meet this requirement. Completed evidence of communication. Instructional professionals submit evidence of effective communication that focuses on the quality of communication rather than the quantity. A well written summary paragraph of effective communication with stakeholders will suffice to meet this requirement. Evidence may be submitted in any of the following formats: A log (may use the communication log provided in the IPEGS Procedural Handbook) Bulleted list Summary paragraph Samples of various communications with stakeholders Professionals may submit other documentation relevant to the performance standards but this is OPTIONAL. Additional documentation may be submitted with the documentation cover sheet at least 35 calendar days prior to the last day of the school year for professionals. April 29, 2020 is the submission date for this school year.

(2 minutes) The same IPEGS Documentation Cover Sheet (in the IPEGS Procedural Handbook) is used by all instructional professionals and assessors. The documentation cover sheet serves as the transmittal and is used by the instructional professional to submit the required documentation, which is stapled in the left-hand corner of the page. It also contains a section for evaluative notes that the assessor makes after reviewing the required documentation that was submitted. The assessor will also sign in the “Reviewed by:” section at the bottom of this document. Remember to use the official forms from Forms Management. The examples shown in the IPEGS Procedural Handbook are for informational purposes only. Examples of all of the forms used in IPEGS are included in the IPEGS Procedural Handbook. Examples of most of the forms are also available through Forms Management. Most of the IPEGS documentation is completed through on an online system, including the Deliberate Practice Growth Target (DPGT), Observation of Standards Form (OSF) and the evaluation forms. The Documentation Cover Sheet, which is completed by the professional and submitted with the end-of-year documentation, is accessed on the Forms Management site. This cover sheet, with required documentation, is submitted 35 calendar days prior to the last day of the school year for instructional professionals. April 29, 2020 is the submission date for this school year.

End-of-Year Summative Performance Evaluation
The professional and the administrator meet to review the evaluation and the points awarded for each part. A provisional recommendation for employment is made. The professional and the administrator sign the form. (2 minutes) At the summative evaluation meeting all of the evidence pertaining to the instructional professional’ s practice for the current school year is discussed. The administrator and the professional review the points that are awarded for each standard and for the DPGT. Both parties sign the form. As a result of the collaborative discussion, the administrator and/or professional may determine that additional evidence should be provided. The professional may subsequently submit additional documentation.

What Elements are Factored into the Summative Evaluation Decision?
Learner Progress (IPEGS Performance Standard 1) (34 percentage points) Professional Practices (50 percentage points) IPEGS Performance Standards 2-8 for Teachers IPEGS Performance Standards 2-7 for Instructional Support and Student Services Professionals Evidence from classroom observation(s) Evidence of professional learning Evidence of communication Other relevant sources, including evidence offered by the professional Deliberate Practice Growth Target (DPGT) (16 percentage points) Ratings are based on well-defined rubrics for each performance standard. (2 minutes) Review the information on the slide. The principal is the individual responsible for a professional’s evaluation.

IPEGS Component 1 Highly Effective Effective 34 percentage points
Performance Standard 1: Learner Progress Contribution to the total rating 34% based upon Student Learning Growth (Total of 34 possible percentage points) Highly Effective Effective Developing/ Needs Improvement Unsatisfactory 34 percentage points 25.5 percentage points 17 percentage points (2 minutes) The possible 34 percentage points of the final IPEGS summative rating which are based upon student learning growth will be added into the total summative score based on a weighted formula. For example, a rating of Highly Effective equals 34 percentage points added in the total score; Effective equals 25.5 percentage points; Developing/Needs Improvement equals 17 percentage points, and Unsatisfactory equals 8.5 percentage points. 8.5 percentage points

Independent Support and Growth Experiences
Required Support (Based on the USR) The Unified Summative Rating (USR) is less than Effective The professional will be provided with Professional Growth Experiences (PGEs) (The USR includes three components: VAM, Professional Practices, and Deliberate Practice Growth Target) (1 minutes Required Support: The Unified Summative Rating (USR) is less than “Effective” (The USR includes three components: VAM (or other measure based on student performance), Professional Practices, and Other Factors allowed by law, including Deliberate Practice Growth Target) Instructional Personnel receiving “Developing/Needs Improvement” on their final Unified Summative Performance Evaluation will engage information on professional learning identified by the professional and the site administrator/designee without the requirement of an “Unsatisfactory” IPEGS observation. Remember that VAM information may be found at oada.dadeschools.net. Professional receives a change of assignment (Mid-Year or Year-to-Year) When a professional is notified of a change in assignment, the professional may engage in professional learning, the site administrator/designee may provide assistance to the professional (i.e., mentor buddy, grade level chairperson, department chairperson, professional learning course offerings, etc.). 107

IPEGS Performance Standards 2-8
IPEGS Component 2 IPEGS Performance Standards 2-8 (Total of 50 possible percentage points) 32 percentage points Observable Standards Plus 18 percentage points Non-Observable Standards (2 minutes) We have talked about Component Number 1, Learner Progress, which is 34% of your evaluation. Now let’s discuss the second component of the evaluation weighted at 50%, Component Number 2. How does this work? In other words, how is the final unified score computed for a teacher? The example provided on this and the following slides details how a score is calculated for the teacher evaluation. Please note that the relative weightings will be different for instructional support personnel and student services personnel. As discussed earlier, 34% of the possible points are from student learning growth measures; 50% of the possible points for a teacher, 32 % are from the observable standards 2, 3, 4, and 8 and 18% are from the non-observable standards 5, 6, and 7; the remaining 16% of the possible points come from the Deliberate Practice Growth Target, which is Component Number 3.

Deliberate Practice Growth Target
IPEGS Component 3 Deliberate Practice Growth Target (Total of 16 possible percentage points) (2 minutes) The remaining 16% of the possible points come from the Deliberate Practice Growth Target, and this part of the evaluation is based on the professional’s reflective practice.

The Unified Summative Rating
How is it calculated? Performance Standard 1 Performance Standard 2-8 or 2-7 Deliberate Practice Growth Target Unified Summative Rating (34%) (50%) (16%) (100%) (2 minutes) State law requires that the evaluation system for educators result in a final Unified Summative Performance Rating, which will be calculated by adding the percentage points earned from student learning growth measures in IPEGS Performance Standard 1: Learner Progress, those earned in the aggregate of the remaining IPEGS performance standards 2 through 8 for classroom teachers or 2 through 7 for instructional support personnel and student services personnel, and the Deliberate Practice Growth Target. The total percentage points will be used to determine the final summative performance rating and identify the level of performance. For further information you may refer to the IPEGS Procedural Handbook at ipegs.dadeschools.net.

Components 1, 2, and 3 90% - 100% = Highly Effective
Percentage Points for the Unified Summative Rating This scale is for EXAMPLE purposes ONLY. M-DCPS and UTD negotiate the score ranges annually and "cut scores" are jointly determined EACH year. 90% - 100% = Highly Effective 80% % = Effective 40% % = Developing (Years 1, 2, or 3 only) 40% % = Needs Improvement (Years 4 and above) 0% % = Unsatisfactory (2 minutes) The final unified summative rating (USR) will be the sum of percentage points attained from student learning growth measures in IPEGS Performance Standard 1: Learner Progress, those earned in the aggregate of the remaining performance standards (Professional Practices) and the Deliberate Practice Growth Target. In order to attain a final unified rating of Highly Effective the professional must achieve a total of at least 89%. A rating of Effective requires earning a total of between 74% to 88%. Professionals in their first three years of teaching who attain a total of between 37% to 73% will receive a rating of Developing. For professionals in their fourth year of teaching or beyond, this same score range (37% to 73%) will generate a rating of Needs Improvement. Any score of 36% or below will generate a final summative performance rating of Unsatisfactory. These weightings are subject to change annually. Each year, after the state finalizes the Value-Added Model, (VAM) (or other learner progress measure as determined by the state), the district and UTD will collaboratively revisit the rating scale and adjust it, if appropriate. See ipegs.dadeschools.net for the current information.

(1 minute) The administrator may issue a “provisional recommendation for continued employment” at the end of the school year, The Final Unified Summative Rating is issued the following school year after the Standard 1: Learner Progress data are available. Examples of all of the forms used in IPEGS are included in the IPEGS Procedural Handbook. Examples of most of the forms are also available through Forms Management. Most of the IPEGS documentation is completed through on an online system, including the Deliberate Practice Growth Target (DPGT), Observation of Standards Form (OSF) and the evaluation forms. The Documentation Cover Sheet, which is completed by the professional and submitted with the end-of-year documentation, is accessed on the Forms Management site.

Review Process A professional may request a review of up to three standards. The formal request and all supporting documents must be submitted no later than 7 days after the last day of the school year for professionals. Appendix B of the IPEGS Procedural Handbook details all of the steps in the Request for Review process. The Request for Review process is initiated at the end of the school year, but is not completed until the following school year when the Final Summative Rating is determined. (2 minutes) Review the information on the slide and refer participants to the IPEGS Procedural Handbook for additional details. The language is important. This is a review process, not an “appeal,” which would have to do with some procedural error or inconsistency. A review is utilized when a professional disagrees with one or more (up to 3) of the ratings assigned.

IPEGS Highlights 34% IPEGS Performance Standard 1: Learner Progress
Unified Summative Performance Rating 4 defined levels (HE, E, D/NI, U) Rating Based on a Mathematical Calculation 34% IPEGS Performance Standard 1: Learner Progress 50% IPEGS Performance Standards 2-8 or 2-7 (Professional Practices) 16% Deliberate Practice Growth Target Provisional Summative Evaluation Rating (90-day window to modify based on data) Impact of Contract Status on Teacher Evaluation Schedule (4 minutes) IPEGS will result in a Unified Summative Performance Rating. These ratings will be at one of 4 levels: Highly Effective, Effective, Developing/Needs Improvement, or Unsatisfactory. Remember that a rating of Developing can ONLY be applied during the first three years of teaching. These performance ratings are calculated based on a mathematical formula in which 34 percent of the final score is based on student achievement as defined in state law. The percentage points are 50 for professional practices and 16 for DPGT. If, when the IPEGS Summative Performance Evaluation meeting takes place at the end of the year, the student achievement data are not available, the principal will make a provisional recommendation regarding continued employment based on the Professional Practices and DPGT components of the evaluation. When the student achievement data become available, the Summative Performance Evaluation will be recalculated to include the 34% from IPEGS Performance Standard 1: Learner Progress, so that the final rating can be determined. Finally, state law has established a Probationary Contract Status for instructional professionals in their first year of employment. Employees must successfully complete the probationary year in order to be eligible for an Annual Contract. Employees in their probationary year MUST be observed and evaluated at least two times in the year.

IPEGS Strategies Please think about ways that you can:
participate in the collaborative activities (such as DPGT discussion and summative meeting) stay organized submit appropriate documents meet all deadlines in order to meet your professional responsibilities as required by IPEGS. (2 minutes) Facilitate a brief discussion here. Possible responses include: Creating an IPEGS binder Posting the IPEGS Standards on a bulletin board Using a calendar (paper or electronic) to mark deadlines Keeping a reflective journal Working with a peer to discuss standards and evidence

Revisiting our Learning Goals
Can you… Identify one thing you learned today about the IPEGS standards List some of the terms or descriptions used in the rating system. Explain the importance of evidence within the IPEGS process. Tell what you found most interesting about the DPGT process. List one procedure that happens during the summative performance evaluation process. (10 minutes) If time allows, ask participants to complete the activities listed on the slide within their table groups or partners. Debrief as a whole group. If time does not allow for discussion, just review slide and ask participants whether the session goals were met.

Unpacking Professional Practice
What did you see today that showed how we identified and met the needs of our learners? What evidence did you see today that shows this session was planned? Which activities did we do today that were delivered effectively, or that really engaged you? How did we create a safe environment and show respect for the individual differences of our learners? PS 2 PS 3 PS 4 (5 minutes) Ask participants to provide examples to answer each question and identify the standard that is demonstrated. After a brief discussion of each, click so the Performance Standard appears. Debrief how the strategies were made explicit so that professionals can take the strategies back to their own work situation. PS 8

All professionals are responsible for the information contained in the
IPEGS Procedural Handbook. Training is not in lieu of reading the handbook. (1 minute) Ask all participants to read this slide aloud with you. Use the strategy of Choral Reading.

Accessing the Required MLP Evaluation
(1 minute) In order to receive credit for this course they have to complete the MLP evaluation. Participants can use the steps on this slide to access the evaluation. New Teacher Orientation is a little different from what will happen in the future. For this session the evaluation will be available in My Learning Plan within approximately two weeks. In the future you will be signing up for courses through My Learning Plan, and will be completing the evaluation according to the timelines listed here.

My Learning Plan Evaluation: S.M.A.R.T Goal
Part 1 of the Evaluation requires a S.M.A.R.T. goal that is related to the learning that you gained from this professional development session. How are you planning to apply your learning? (1 minute) Tell participants that when writing a SMART goal for MLP courses the goal must be Specific (What are they going to do.) Measurable (How will they prove that they did what they said they would do.) Attainable (It must be within your ability to do.) Relevant (It must be something that was learned during the session.) Timely (When will they accomplish their goal?)

Creating a Smart Goal Smart goals provide a tool for setting school-wide goals, aligned with district initiatives, to promote continuous improvement. Strategic and specific Measurable Attainable Relevant Time-bound By (Aug 30)_ (T) I will improve my performance in Standard ______ (A) by implementing _________(S) in my _______class (R) as evidenced by________(M) By (date), I will plan and implement (one of the strategies and/or activities) learned in the professional learning activity with my students as evidenced by my lesson plans and student responses. IPEGS SMART Goal (7 minutes) Evaluation Part 1 – Smart Goal: how will PD be applied at their school site, and how will impact be measured at the end of 14 days. Observable actions that could be measured in 14 days For summer sessions, participants may modify Part 2 (Application) to read "I plan to..." And Part 3 to read "I anticipate that the impact will be..." Courses must still be closed out after the two week timeframe allotted for professional learning. For NTO: Time-bound could be August 30 Attainable is which standard the professional will be working on, and it is “attainable” because the professional has selected it Specific is the activity, or event, or strategy that the professional learned in the session and will implement in the classroom Relevant is the class or group that the professional with which the professional will implement the strategy Measurable is the way that the professional will know that the SMART goal has been accomplished. (“as evidenced by…” is a good way to phrase this part. It might be “as evidenced by my lesson plans,”) Also: Please note that the SMART goal MUST also refer to what you learned in the session, which is IPEGS. The model provided in My Learning Plan is a SMART goal for a professional development session on reading. If you use that as a guide you must still show a connection to IPEGS and what you learned about the evaluation system. General SMART Goal

My Learning Plan Evaluation:
Part 1 (S.M.A.R.T goal and agree/disagree statements) of the Evaluation will be available AFTER the completion of the final class meeting. (2 minutes) Use the next 3 slides for teachers are new or are not familiar with MyLearningPlan. Inform participants that the MLP evaluation has 3 parts: Part I Knowledge, Part II Application, and Part III Impact. In Part I participants will be required to submit and SMART goal and answer agree/disagree statements. This section of the evaluation is to be completed after the final class meeting. Participants are to select Save As Draft after completing this section.

My Learning Plan: Master Plan Points Part 2 (Application) should be completed after 1 week.
(1 minute) In Part II participants will complete the application section of the form. Here they will write about changes that have been implemented as a result of the professional activity. This is to be completed 1 week after the final meeting of the course. Remind them to press Save as a Draft after completing Part II.

My Learning Plan: Master Plan Points
Part 3 (Impact) should be completed by the end of the 2nd week. Credit cannot be awarded unless the evaluation has been completed. (2 minutes) In Part III participants will answer agree/disagree statements and write about the impact the learning that took place during the session has had on their practice and student achievement. This section is to be completed prior to the end of the 2nd week after the final meeting of the course. Once they have completed this section they can select submit. Remind participants that credit cannot be awarded unless the evaluation has been completed.

IPEGS Resources Websites M-DCPS IPEGS Information
ipegs.dadeschools.net United Teachers of Dade Florida’s Department of Education (1 minutes) This has been a lot of information to take in; therefore, it is recommended that you review the IPEGS Procedural Handbook and materials from this presentation and avail yourself of additional IPEGS resources. For additional information regarding the Miami-Dade County Public Schools’ teacher evaluation system, IPEGS, you may reference the ipegs.dadeschools.net or the United Teachers of Dade websites. The Florida Department of Education website may also be accessed for information regarding teacher evaluation system requirements, including the value-added model (VAM) or other learner progress measures determined by the state.

Contact Information Office of Professional Development and Evaluation Ms. Kimberly Davis Administrative Director Ms. Ada Fernandez-Vicaria Director (1 minute) If, after this presentation, you have questions that your school administrator is not able to answer or clarify, you may call or your questions to one of the administrators listed on this slide.

IPEGS Questions (2 minutes)
Did we address the questions from the Parking Lot/Rest Stop?

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